Correlating Sounds and Letters
Part of the learning process that children undergo before actually learning to read is realising that there is a direct correlation between sounds and letters; this is called the alphabetic principle. Knowledge of the alphabetic principle is one of the core components in learning, however this concept is most commonly grasped before the prep grade, or at least the learning process has begun. Hill (2006, p. 209) states that "letter knowledge (knowing the letter names) is the single best predictor of first-year reading achievement, and the ability to discriminate between phonemes a close second." One of the most commonly utilised methods of educating children on the letter-sound is directly linking letters to words that a child is less likely for forget; for example "A is for Apple".
Related: Watch Informal Assessment: Assessment by Specialist
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= Reading Comprehension
Teaching children to read however, must extend further than teaching them to see words in a word-by-word order and understanding simple alphabetic principles. When measuring the level of understanding a child has of any particular text it is important that we look at more than just the child's ability to recognise and read words, rather we must also note the child's ability to read in context; that is, they are able to interpret and apply a change of tone to words when appropriate. It is possible to measure comprehension by posing questions that induce literal, inferential and interpretive thinking.
Once the learner had finished reading the book Hooper Humperdink... ? NOT HIM! to me I asked him to draw me a picture related to the text. He immediately took the book and drew the front page as it is seen on the book. This shows very little comprehension of messages or ideas portrayed in the book. Below is his image (Click to enlarge)
Throughout the reading of the book Hooper Humperdink... ? NOT HIM! I also prompted the learner with a combination of literal, inferential and interpretive questions to try and gauge the level to which he was understanding what he was reading.
Interpretive Questions
The answer to interpretive questions require that the reader thinks about what they have read and then come up with their own reason, or interpretation to respond to the question that is posed, based upon events or comments from within the book.
An example of an interpretive question that I asked is; How do you think he [Hooper Humperdink] feels about not being invited to his [the narrator] party?
The child's response to this question was; Sad, because everyone else is invited except him.
This shows that the learner has thought about what they have read, and understood the concepts of exclusion that are within the book. Furthermore, it is evidence that the learner is able to comprehend emotions that are depicted by characters within the book.
Literal Questions
Literal questions involve the utilisation of clearly stated or obvious information in order to develop a response. These questions are good for determining a learner's ability to accurately gather, and comprehend the information given.
While part-way through reading the book, it clearly stated that "[the narrator] will need about ten tons [of ice-cream]", and accompanied that statement with an image of a multitude of ice-cream trucks. I took this oppurtunity to ask a literal question; What's on the back of all those trucks?
To which the child incorrectly responded; Balloons.
However, the child then took a moment to study the illustration and read the branding on the side of one of the trucks that states "Igloo Ice-Cream Company", and then correctly changed his response.
This would imply that, while the child can competently read a string of words, he does not necessarily process and comprehend the meanings of those words in context. However, when the words are placed as part of an image, he is able to see the words in context, and identify the meaning.
Inferential Questions
Inferential question require the reader to draw their own conclusions in order to answer to a given question. These questions test the learner's ability to comprehend what they are reading by requiring them to develop a logical response based on information or implications provided by the text.
An example of an inferential question that I asked the learner is; What do you think will happen to Hooper Humperdink?
The learner took a moment before coming up with an answer, which was; He will be allowed to go because [the narrator] says it's too good for anyone to miss.
Before asking the question, I intentionally waited until sufficient evidence was given for the child to come up with a logical, supported response. The book specifically stated the "A party as big and good as this is too good for anyone to miss!" This question was timed to determine how well the learner read and understood what they were reading, and the styles in which they were formatted, as well as requiring the learner to come up with their own conclusion.
VELS Reading Standards
VELS (2007) states that children in the learner's year level (English Level 2 according to VELS) should be able to read short imaginative texts while being capable of reading small amounts of unfamiliar words. The learner was also able to go back and self-correct when he made mistakes. Asking questions to the learner while he was reading showed me that he was also capable of predicting plausible endings and interpreting character's feelings, which too are within the standards outlined by VELS for this level.
Part of the learning process that children undergo before actually learning to read is realising that there is a direct correlation between sounds and letters; this is called the alphabetic principle. Knowledge of the alphabetic principle is one of the core components in learning, however this concept is most commonly grasped before the prep grade, or at least the learning process has begun. Hill (2006, p. 209) states that "letter knowledge (knowing the letter names) is the single best predictor of first-year reading achievement, and the ability to discriminate between phonemes a close second." One of the most commonly utilised methods of educating children on the letter-sound is directly linking letters to words that a child is less likely for forget; for example "A is for Apple".
Related:
Watch Informal Assessment: Assessment by Specialist
=
=
=
=
=
Reading Comprehension
Teaching children to read however, must extend further than teaching them to see words in a word-by-word order and understanding simple alphabetic principles. When measuring the level of understanding a child has of any particular text it is important that we look at more than just the child's ability to recognise and read words, rather we must also note the child's ability to read in context; that is, they are able to interpret and apply a change of tone to words when appropriate. It is possible to measure comprehension by posing questions that induce literal, inferential and interpretive thinking.
Once the learner had finished reading the book Hooper Humperdink... ? NOT HIM! to me I asked him to draw me a picture related to the text. He immediately took the book and drew the front page as it is seen on the book. This shows very little comprehension of messages or ideas portrayed in the book. Below is his image (Click to enlarge)
Throughout the reading of the book Hooper Humperdink... ? NOT HIM! I also prompted the learner with a combination of literal, inferential and interpretive questions to try and gauge the level to which he was understanding what he was reading.
Interpretive Questions
The answer to interpretive questions require that the reader thinks about what they have read and then come up with their own reason, or interpretation to respond to the question that is posed, based upon events or comments from within the book.
An example of an interpretive question that I asked is;
How do you think he [Hooper Humperdink] feels about not being invited to his [the narrator] party?
The child's response to this question was;
Sad, because everyone else is invited except him.
This shows that the learner has thought about what they have read, and understood the concepts of exclusion that are within the book. Furthermore, it is evidence that the learner is able to comprehend emotions that are depicted by characters within the book.
Literal Questions
Literal questions involve the utilisation of clearly stated or obvious information in order to develop a response. These questions are good for determining a learner's ability to accurately gather, and comprehend the information given.
While part-way through reading the book, it clearly stated that "[the narrator] will need about ten tons [of ice-cream]", and accompanied that statement with an image of a multitude of ice-cream trucks. I took this oppurtunity to ask a literal question;
What's on the back of all those trucks?
To which the child incorrectly responded;
Balloons.
However, the child then took a moment to study the illustration and read the branding on the side of one of the trucks that states "Igloo Ice-Cream Company", and then correctly changed his response.
This would imply that, while the child can competently read a string of words, he does not necessarily process and comprehend the meanings of those words in context. However, when the words are placed as part of an image, he is able to see the words in context, and identify the meaning.
Inferential Questions
Inferential question require the reader to draw their own conclusions in order to answer to a given question. These questions test the learner's ability to comprehend what they are reading by requiring them to develop a logical response based on information or implications provided by the text.
An example of an inferential question that I asked the learner is;
What do you think will happen to Hooper Humperdink?
The learner took a moment before coming up with an answer, which was;
He will be allowed to go because [the narrator] says it's too good for anyone to miss.
Before asking the question, I intentionally waited until sufficient evidence was given for the child to come up with a logical, supported response. The book specifically stated the "A party as big and good as this is too good for anyone to miss!" This question was timed to determine how well the learner read and understood what they were reading, and the styles in which they were formatted, as well as requiring the learner to come up with their own conclusion.
VELS Reading Standards
VELS (2007) states that children in the learner's year level (English Level 2 according to VELS) should be able to read short imaginative texts while being capable of reading small amounts of unfamiliar words. The learner was also able to go back and self-correct when he made mistakes. Asking questions to the learner while he was reading showed me that he was also capable of predicting plausible endings and interpreting character's feelings, which too are within the standards outlined by VELS for this level.
- Introduction to Learner
- Reading Interests Survey
- Learner Understanding
- Reading Fluency
- Writing Assessment
Teaching Programs
- Classroom Structure
- Teaching Approaches
- Reading/Writing Approaches
- Observation Notes
Teaching Resources
Statement of Observation
Permission Slip
Reference List
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